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FOREWORD 







THE COLLEGE THAT IS TO BE 








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second-class matter December, 1924, at the postoffice at Lubbock, 
esse under the Act of August 24, 1912, applied for. 


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BOARD OF DIRECTORS 





Amon G. Carter, Fort Worth, Chairman (Term expires 1927). 
R. A. UNpDERWoop, Plainview, Vice-Chairman (‘Term expires 1927). 
C. W. Mrapows, Waco, Secretary (Term expires 1929). 
CrirFrorD B. JONES, Spur, Treasurer (Term expires 1925). 
W. P. Hossy, Houston (Term expires 1929). 

Joun W. Carpenter, Dallas (Term expires 1929). 

Mrs. Cuartes Dr Grorr, El Paso (Term expires 1927). 
Dr. J. E. Nunn, Amarillo (Term expires 1925). 

Mrs. F. N..Drane, Corsicana (Term expires 1925). 


P. W. Horn, President of College, Lubbock. 


THE TEXAS TECHNOLOGICAL COLLEGE 





FOREWORD 





THE COLLEGE THAT IS TO BE 


Suppose that you had been invited to take charge of the organizing 
of a new college and the shaping of its general character. 

Suppose that the college had a location, a site of two thousand acres 
of ground, a million dollars as an initial appropriation for buildings, 
and a board of directors consisting of nine intelligent men and women 
who were willing in the main to give you a free hand in the working 
out of your ideals as to what a college should be. 

Suppose you had all your life been interested in educational work 
and were a strong believer in the good college as a factor in shaping 
life for the best. 

Suppose, on the other hand, you believed that some colleges may be 
and are an actual power for evil in the world. 

Suppose that in times past you had freely criticised the conven- 
tional college and had pointed out certain distinct limitations about 
its work as a factor in modern democratic society. 

If all the above suppositions were realities, what would you do in 
the case? Would you undertake the job at all? And if you did, how 
would you go about it? 

If you undertook it at all, I am sure you would feel that it would 
be a great privilege to have a hand in shaping the ideals of an institu- 
tion which would probably endure through the centuries in its work 
of touching and molding the lives of the young men and women of 
your country. I am sure you would do your utmost to conserve all 
those lines of strength which the conventional college has, and yet at 
the same time to avoid as far as possible its lines of weakness and 
even of positive detriment. . 

It was the good fortune of the writer to be placed in practically 
the position outlined in the above suppositions when he was invited 
in November, 1923, to become the first president of the Texas Tech- 
nological College and to take steps toward its organization so that it 
might be open for students in September, 1925. The time intervening 
was such that there was no occasion for undue haste and yet no time 
to be lost. 

At the time I accepted this invitation, there were two outstanding 
features in my educational creed so far as it related to colleges. They 
have been outlined in the supposition given above and may be re-stated 
as follows: 

(1) That a good college is a powerful agency for good in the 
shaping of the lives of individual men and women and in the building 
up of a true democracy. 

(2) That some colleges may be and actually are factors for evil 
in individual lives and in the building up of citizenship for a democracy. 


cet fa 


The first of these articles is so generally accepted that it may be 
taken for granted. At any rate, if anyone does not accept it he has 
no business taking part in college life at all. Unless one recognizes 
at least the possibility that any agency may be a means for good, he 
had better let that agency severely alone. 

The second article is accepted by many educational workers yet not 
by all. There are some people who seem to think that a college, quite 
apart from its methods of administiation and of operation, is intrin- 
sically and necessarily a good thing. This is not the time nor the 
place for a lengthy argument on this subject, but if any reader has 
any doubt on the matter, it may possibly be worth while to refer him 
to two recently written books which contain concrete instances. 

The first of these books is The Plastic Age, by Percy Marks. The 
author is a college professor, and gives a story of student life in a 
large college. . Practically any impartial reader will on finishing the 
book agree that if any college develops student life of the type out- 
lined in this story, it is a positive factor for evil. 

The second book is Nowhere Else in the World, by Jay William 
Hudson. The writer of this book also is a college professor and gives 
an inside picture of faculty life as it is in some modern colleges. An 
impartial reader after finishing this book is likely to feel that a faculty 
of such a type as is outlined in this book is bound to have an en- 
feebling, enervating influence upon the lives of the young people who 
come in contact with it, and as such is likely to be a factor for evil 
rather than for good. Few parents if any after reading these two 
books would willingly have a son or daughter under the influence of 
either of the two colleges described. Almost any reader who is familiar 
with modern colleges will admit that in some modern colleges con- 
ditions exist that are very much like those described in these books. 

In thinking over the whole matter in advance, there were a number 
of questions that naturally presented themselves. Some of the more 
important of these may be stated as follows: 

What kind of people do we wish to have in our faculty? 

What kind of buildings shall we have? 

What shall we teach? 

What shall be our general ideals of educational administration ? 

Whom do we wish to attend this college? 





AS TO THE FACULTY 


One does not have to think very long over the matter before he is 
impressed with the fact that the question of utmost importance in 
deciding the influence of any college for good or for evil, for better 
or for worse, is the question of the faculty. 

A great college is a college where there is a faculty made up of 
great men and women. A good college is a college with a good 
faculty. A bad college is one where there is a faculty made up of 
men and women who are either individually incompetent or indifferent, 
or else are collectively ineffective. 

And so it seemed quite evident that the question as to whether the 
new college is to be all that we want it or not depends very largely 


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upon the type of men and women whom we are to select for places in 
the faculty. 

And this brings us quite naturally to the question, “What kind of 
men and women do we wish to have in our faculty?” For many rea- 
sons it will not be easy to find these people. To begin with, ideal 
people are hard to find, whether we look for them as preachers or 
politicians or physicians or business men or college professors. In 
any of these lives of human endeavor, it is comparatively easy to find 
men who are strong along some lines but weak along others. The 
man equally strong in all the necessary requirements for any work in 
hfe is more or less of a rarity. 

In the case of the college professor, there is still another compli- 
cation, and that is the meagerness of pay. It may confidently be 
stated that any man who is really competent to fill a five thousand 
dollar college professorship is also competent to fill a ten thousand 
dollar place along some similar lines in the business world. This is 
particularly true of professorships in any department that comes more 
or less close to the business world; such departments, for instance as 
agriculture, or engineering in any of its various phases. 

But even assuming that the college is financially able to secure the 
man it wants, the question still remains as to what manner of man 
it is that we want. 

We may include a long list of qualifications by saying in general 
that a man who is suitable to be a member of the faculty of the college 
to which we expect to send our boys ought to be in general the kind 
of man we would lke our boys to become. 

If there is anything at all in the theory of education, it is to be 
_ found in the influence of one mind upon another mind. In so far 
as this influence is potent at all, it is in the direction of causing the 
mind being influenced to become more or less like the influencing 
mind. We would not expect a drunkard to teach our boys to be 
sober—unless, of course, it were by way of being a horrible example. 
We would not expect a coward to teach our boys to be brave. 

The great law of association is that we become more or less like 
those with whom we associate, and one of its great laws of education 
is that students, if they are influenced by the faculty at all, tend to 
become more or less like the faculty. 

This consideration alone should exclude from college faculties all 
men who are in any marked degree what we would not like our boys 
to become. It would exclude men, especially, having such types of 
weakness or of evil as are easily transmissible to younger men. 

No one can fail to recognize this principle, so far as physical evils 
are concerned. For instance, no one would think of selecting as a 
teacher of mathematics a man who has a fully developed case of small- 
pox. No matter how many degrees a man might have, no one would 
be willing for him to enter a college classroom as a teacher if he had 
a case of open tuberculosis. No one would like for his son to receive 
instruction in science from a doctor of philosophy if the learned doctor 
even had a case of that comparatively minor disease known as the itch. 

It is likewise easy to recognize this same principle as it applies to 
moral matters. No one would be willing to have in the faculty a 
- known murderer or a bank robber or a man of openly immoral life. 


RY 


We do not always recognize the truth of this principle with refer- 
ence to mental traits. These are just as easily transmissible as are 
contagious physical diseases or moral delinquencies. 

For instance, if a man is shifty, evasive, afraid to call his soul his 
own, unwilling to take a stand on controverted points or to stick to 
that stand when taken, there is serious danger that he will transmit 
these qualities to the young people he meets in his classroom. » 

Pettiness of character is a trait easily transmissible. The man who 
lives in an atmosphere of petty gossip or tattling is likely to develop 
smallness in the minds of his students. The man who is little enough 
to be sorry when his colleague’s salary is raised will tend to produce 
dwarfs rather than giants among his students. 

In view of the fact that modern education seeks to develop people 
for citizenship and to train people to live effectively in society, it nat- 
urally follows that the man who would teach others should himself 
be able to get along with other people. The man who cannot get 
along with his own colleagues or with the president or the members 
of the board of trustees is not likely to be able to teach his students 
how to get along with the people of the great world about them. A 
contentious man has no more business in the classroom than has a 
man with the itch, and for about the same reason—namely, that either 
would tend to make those about him uncomfortable and to cause them 
to be less fit for their work. 

First of all, then, our faculty men should be manly men, upstanding, 
able and willing to meet whatever issues need to be met and to take 
whatever part needs to be taken in the battle of life. 

They should be young enough, both chronologically and mentally, to 
still possess open minds and large capacity for growth. They should 
not consider any question as being settled merely because some college 
or association of colleges has decided that it is settled. ‘They should 
have a proper respect for academic standards but not an undue respect 
for them. 3 

They should have a proper sense of proportion of values. They 
should set a high value upon scholarship, a higher value upon human 
ability and a still higher value upon human character. 

They should be able to teach. It will, after all, be their chief business. 

They should be able to see educational problems in the large as well 
as in the small.. One corollary of this is that they should know a 
great deal about their specialties and yet should be able to see these 
specialties in their right relation to the work in general. 

They should be people of enthusiasms, and of enthusiams of the 
right kind. A man who has studied his specialty so long that he 
sees in it merely a matter of everyday business and not a matter of 
enthusiasm is not likely to develop in young people that type of en- 
thusiasm which is conducive to success. No matter how much a man 
may know about English literature, for instance, he cannot really be 
a good teacher of that subject if he has himself lost his enthusiasm 
for it or his ability to inspire such enthusiasm on the part of his 
students. 

Incidentally, they should have scholarship. Each should have the best 
possible preparation in his particular line, preferably including even 
the possession of the doctor’s degree, provided this degree has not 


ar Ee 


been acquired at too high a cost. This means provided this degree 
supplements native common sense yet does not supplant it or try to 
serve as a substitute for it. | 

Likewise, he should have at least a fairly adequate idea of edu- 
cational philosophy and educational administration. He should rec- 
ognize that fundamentally the success of a college is to be found in 
its service to the individual student. He should understand that a 
freshman is just as important as a senior and that the failure of a 
freshman is just as much a tragedy as the failure of a senior. 

It may readily be recognized that the finding of men who have all 
these qualifications will be no easy task. It will involve a process of 


individual selection. It is far more than a matter of selection on - 


the mere basis of college degrees. And yet, one should have faith 
enough in humanity to recognize that such people exist. The task is 
merely that of finding them. ; 





ADMINISTRATION 


Consider next the general question of ideals of educational admin- 
istration. All such systems of administration may in general be 
grouped under two heads: namely, those that assume that the college 
exists for the sake of the student, and those that assume that the 
student exists for the sake of the college. 

If anyone doubts the fairness of assuming that there are educational 
systems of the second type, let us refer to one specific illustration. In 
many colleges, it is the case that ordinarily one-third of all the mem- 
_ bers of the freshman class entering in September are sent home before 
January as hopeless failures. There are colleges conducted on the 
assumption that such should be the case. There are faculty members 
who not only admit that such is the case but defend the situation and 
say that such ought to be the case. Their position is that the wel- 
fare of the college demands that practically a third of all the student 
body entering as freshmen should be eliminated and sent home 
promptly. It is better for the college that this should be done. 

On the other hand, to many of us it seems that the situation just 
referred to is indefensible and. well nigh criminal. The college that 
purposely allows a third of its freshmen to fail each year is neither 
better nor worse than a hospital that purposely allows a third of its 
patients to die. A professor who boasts that a third of his students 
fail is neither more nor less sensible and humane than a doctor who 
boasts that a third of his patients die and insists that this is about 
the proper number. 

As a matter of fact, the most skillful physician may occasionally 
lose a patient and the best of teachers may occasionally lost a student. 
In each instance, however, the loss is a matter of keen regret and 
does not occur until the physician or the teacher has done the utmost 
in his power to prevent it. 

Any system of educational philosophy or administration is faulty 
that places the welfare of the school above that of the individual 
student, and any system of school administration is likely to be cor- 
rect that places the welfare of the student as a matter of first and 
highest consideration. 


oS 


Another ideal that ought to be embodied in every theory of school 
administration today is that of education for democracy. If students 
are in after life to live in a democracy, it would seem to follow nat- 
urally that their training in school ought to be of a democratic nature. 
It may as well be admitted that there are certain phases of life in 
the convential college today which tend in a direction away from 
democracy rather than toward it. For instance, the clear-cut drawing 
of class lines between the freshmen and the upper classmen is of such 
a nature as to impress the idea of class distinction upon all concerned 
and the idea of class distinctions is not in harmony with the idea 
of democracy. . 3 

The worst thing about the hazing of a freshman is not that he is 
paddled more or less. In few cases, if any, is the physical punish- 
ment sufficient to do any harm or to work any serious inconvenience. 
The real trouble is not that the freshman is paddled, but that he is 
paddled because he is a freshman. The men who inflict the punish- 
ment are really injured more than the freshman because the idea of 
class distinction is instilled into their minds even more strongly than 
into the minds of the freshmen. | 

Is it possible to have a college for American youths of such a nature 
that no clear-cut social lines will be drawn between the freshman and 
the upper classmen? Many college presidents say that it is not. At 
any rate, the College-That-Is-To-Be aspires to be a college of that 
particular type. It believes that the face of America is set against 
arbitrary class lines and that the face of the American college should 
likewise be set against them. Our College-That-Is-To-Be aspires to be 
a place where a welcoming hand will be extended to the newcomer 
and where the effort will be to make him feel at home rather than to 
make him feel his inferiority. Surely such an institution would at 
least be in accord with ideals of American democracy. 

One of the first recommendations which the president had the pleas- 
ure of making to the board of trustees of the new institution was that 
Greek letter fraternities should never be allowed to be organized in 
the institution. The board unanimously adopted this resolution and 
felt that in doing so it was taking steps to make more difficult the 
entrance of snobbery and lines of artificial class distinctions. 

At the same time that this resolution was adopted, the board like- 
wise adopted resolutions to the effect that so far as possible the col- 
lege should be so organized as to recognize in its very constituency 
the idea of self-support on the part of students who needed or desired 
it. It was also directed that so far as practicable the work of the 
institution in the agricultural and engineering departments shall be 
organized on what is known as the co-operative basis. On this basis 
a student in college devotes alternate periods to his studies and to 
working on some job connected with the subject related to his studies. 

These details of college administration certainly should make for 
democracy and any theory of education which fails to do this can 
scarcely be the theory most suited for college work in America. 


Bore 


WHAT SUBJECTS SHALL WE TEACH? 


When we approach the question as to the subjects which our col- 
lege is to teach, we come to a matter of selection from a list well nigh 
as wide as the world. There are thousands of subjects that can’ be 
taught to more or less advantage. ‘The selection becomes merely a 
matter of relative values. Luckily, in this particular instance the 
legislative bill by which this college was established was drawn in 
such a liberal manner that almost any subject really worth teaching 
can be included in the list of subjects to be taught. The bill makes 
certain suggestions and points out certain places for emphasis but is 
broad enough to please even the most liberal. It is included in this 
bulletin. 

As a general rule, subjects taught in colleges today are grouped 
under two heads: those that are taught chiefly for cultural purposes 
and those that are taught for vocational or economic purposes. Some- 
times these are improperly defined as “cultural” subjects and “useful” 
subjects. The injustice in this classification lies in the fact that there 
is no reason in the world why a subject of cultural value (whatever 
the exact meaning of that term may be) may not also be useful; and, 
likewise, there is no reason why a vocational subject may not also be 
cultural. The study of English, for instance, or of Spanish, is ordi- 
narily regarded as cultural. Either one of them, however, may possess 
the highest kind of actual usability. 

However, there still linger in the minds of many people three ob- 
sessions or superstitions with reference to subjects of cultural value. 
These obsessions are to the effect that in order to possess cultural value 
a subject must deal with— : 

(a) Some time remote from the present. 

(b) Some region remote from home. 

(c) Something of no financial value. 

A mere statement of these ideas is sufficient to show that they de- 
serve to be classed as superstitious. Human life in 1924 certainly 
contains as much of romance, of striving, of uprising, as it did in 
500 B. C. The waters of the Gulf of Mexico are just as bright and 
sparkling as were the waters of the Aegean or the Adriatic. The sky 
that bends above Texas is just as blue as was the sky that bent above 
Greece or Rome. There is just as much chemistry to be learned from 
the study of the soil as from the study of acids and alkalis in the text 
books. There is just as much botany to be learned from the study 
of cotton as from the study of the laurel or the orchid. 

The cultural in education is not opposed to the utilitarian nor is 
the vocational opposed to the cultural. It is largely a matter of em- 
phasis. The question as to whether the value of a subject is chiefly 
utilitarian or chiefly cultural depends more upon the man who teaches 
it and the way he teaches it than it does upon the subject itself. 

With this in mind, it has been decided to organize the new school 
under four heads, namely: 

(1) The college of liberal arts. In this will be taught those sub- 
jects that are chiefly of cultural value, and likewise a number of sub- 
jects of a general nature which are fundamental to the other de- 
partments. 


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(2) The college of household economics. This will include those 
subjects that are of special value to women in their great work of 
home making. The work will cluster closely about the home as a 
center. 

(3) The college of agriculture. This will, of course, emphasize 
those particular types of agriculture that are most needed in the 
region where most of the students attending the college are to live. 

(4) The college of engineering. This again should have special 
reference to those types of engineering which the students attending 
the college will most likely need. Among these subjects are hydraulic 
engineering, highway engineering, textile engineering. These latter 
should enable the college to become part of the great economic and 
industrial life of the great region in which it is located. 

It should be insisted upon that it would be wrong to classify the 
college of liberal arts as strictly cultural and the other three colleges 
as strictly vocational. All of them are cultural and all are vocational. 





ARCHITECTURE 


And now a few words with reference to the architecture of the build- 
ings of this college. It is obvious that in order to have the highest 
educational efficiency a college building should have the following 
characteristics : 

(1) It should be adapted to the particular service which it is to 
render. 

(2) It should be adapted to the climate of its location. 

(3) It should be so constructed as to conserve the health of those 
who are to occupy it. This includes matters of heating, lighting, ven- 
tilation, cleanliness and many others. : 

(4) It should possess artistic value and minister to the aesthetic 
qualities of those who use it. 

(5) It should be so constructed as to add as far as possible to 
the integrity and uprightness of character of those who are day by 
day to see it. . 

Each one of these five considerations is of importance, though they 
are perhaps not of equal importance. There is no necessary conflict 
between any of them, although such conflicts may sometimes seem ~ 
to arise. 

The success of architecture is not necessarily a matter of the amount 
of money expended upon it. In fact, it is an interesting question as 
to just how much money can properly be expended upon any given 
college building. So long as money increases the efficiency of a build- 
ing in any one of the five respects mentioned above, it may be well 
spent. And yet there is undoubtedly an upper limit as well as a 
lower limit of economical expenditure upon school buildings. It does 
not pay to build them for too low a cost nor yet does it pay to build 
them at too high a cost. 

For instance, in a recent round of visits to a number of the best 
schools of the country, I found one institution comfortably caring for 
approximately two thousand students where the entire expenditure for 
buildings did not exceed three quarters of a million dollars. On the 


ae | ao 


other hand, there was one other institution where one single dormitory 
for men was said to have cost seven million dollars. 

It is true that in the latter instance the gift was from private 
sources. Nevertheless I must admit that it seemed to me the expend- 
iture was well nigh a wicked waste of money. I think I know of other 
cases where boys were housed in dormitories costing not more than 
one per cent of that amount where they were fully as well off men- 
tally, morally, physically and socially as were those housed in this 
expensive building. 

In general, it may be stated that whenever an additional dollar in- 
vested in school buildings means an additional bit added to the real 
welfare of the bodies, minds or souls of those housed in that building, 
then the expenditure of that additional dollar (if it can be obtained) 
is altogether justifiable. Whenever, on the other hand, the expend- 
iture of additional money on a school building fails to add in some 
measure to the real betterment of those within it, then that expend- 
iture becomes a matter of useless pomp and enervating luxury. 

There comes to my mind also the recollection of another university 
where all the buildings were new and artistic, except one. The presi- 
dent of the school explained that this one building was an eyesore, but 
was the oldest building on the campus and was being kept for senti- 
mental reasons. One member of the faculty explained, however, in 
the absence of the president, that this old building was kept because 
it was the most comfortable building on the campus. It had been con- 
structed, he further explained, by an old army engineer who did not 
know a great deal about architecture but who knew a great deal about 
the climate of the state in which the building was located. 

In the case of our institution, the old Spanish type of architecture 
was selected because it fitted best into the southwestern climate and 
into the Spanish background of southwestern history. 

The chief influence which college architecture can have upon the 
character of the college student is doubtless that indirect influence 
which comes from correct lines and substantial, honest construction. 
There is, however, at least a certain amount of direct influence which 
may come from inscriptions of the right type. The inscriptions upon 
our administration building have been carefully thought out. Perhaps 
it may be worth while merely to mention two of them. Upon the 
right hand side of the main entrance the student approaching the 
administration building will find staring him in the face this great 
utterance of Mirabeau B. Lamar: 


“Cultivated mind is the guardian genius of democracy. It is the 
only dictator that freemen acknowledge, the only security freemen 
desire.” 


Upon the left side of the same entrance he will find looking him in 
the face the same extract from the writings of Solomon which is in- 
scribed over the altar in the chapel of the national naval academy at 
Annapolis: 


“Righteousness exalteth a nation but sin is a reproach to any people.” 


The first of these inscriptions stresses the value of educated mind in 
democracy. The second stresses righteousness as fundamental to 
national greatness. Surely the young man who, during four years of 


—12— 


college life may have these two thoughts impressed upon him will have 
something worth while even though he should have little else. 

The architecture of the administration building will also use as 
placques the great seals of the six nations under whose flag Texas has 
existed; namely, France, Spain, Mexico, the Republic of Texas, the 
Confederacy, and the United States. 

There will likewise be busts of five of the greatest men known in 
the history of Texas, namely, Sam Houston, Stephen F. Austin, David 
Crockett, Albert Sidney Johnston, and.J. 8S. Hogg. There will like- 
wise be busts of five of the greatest men in the history of America, 
namely, Columbus, Washington, Lincoln, Lee, and Wilson. 

Surely all these ought to have their effect in the building of human 
character. 


WHOM DO WE WISH TO ATTEND OUR COLLEGE? 


There still remains the question which really arose first when we 
considered the question of the College-That-Is-To-Be; namely, whom 
do we wish to attend this institution as students? 

The answer seems to me to be perfectly easy, namely— 

Everybody who wishes to attend and who can profit by the instruc- 
tion to be given. 

It should be the policy of a college in a democracy not to build a 
fence around it in order to keep out folks who want to enter but 
rather to build steps up to it in order that those may enter who desire 
to do so and can profit by so doing. In this les one of the distinc- 
tions between the truly democratic college and the truly aristocratic 
college. The latter tries to keep folks out, while the former tries to 
help them in. 

There seems to be in this day and time very little connection be- 
tween the instruction given in a college and the difficulty of the en- 
trance requirements to it. In fact, someone has facetiously classified 
colleges under two heads: those that are hard to get into but easy 
to get out of, and those that are easy to get into but hard to get 
out of. This would seem to indicate rather a conflict than an agree- 
ment between entrance requirements and exit requirements. If our 
college had to belong to one of these two groups, I would far rather 
it would belong to the kind where it is easy to enter and hard to 
graduate. 

The highly selective theory of college admission is part and parcel 
of that theory of school administration which holds that the student 
exists for the sake of the school rather than the school for the sake of the 
student. It will doubtless make work easier for the school by bringing to 
it only those with whom it will be easy for the school to work. It would 
not seem, however, to be in accord with the idea that “they that are whole 
have no need of a physician but they that are sick.” Certainly it is 
not in accord with the thought of the Good Shepherd who was not 
satisfied with the ninety and nine sheep that were in the fold but in- 
sisted upon going out after the one sheep that had wandered away. 
It is not in accord with the theory of democracy which holds that 
every man is entitled at least to the chance to make out of himself 
the very best that he can make. The proposition now gaining promi- ~ 


eg 


nence in some colleges to limit admissions not merely to high school 
graduates but to the upper ten per cent of them would seem to be 
absolutely at variance with the principles both of democracy and of 
Christianity. 

There must of necessity be certain standards of admission to col- 
lege. So long as these standards are used merely to make certain that 
the student entering college is able to profit by the instruction given 
therein, these standards are sane and wholesome. The moment they 
are used for the purpose of excluding from college those who might 
otherwise enter and profit from the work therein, they become instru- 
ments of the merest intellectual snobbery. 

This concludes a hurried answer to each one of the five questions 
concerning the college which were asked in the beginning of this 
article. These answers may be summarized about as follows: 

(1) We wish to have in the faculty manly men and womanly 
women, above pettiness, strife and jealousy, gifted with the ability to 
get along in the little world of the college and in the great work out- 
side; able to teach; with enthusiasm for their subjects yet with due 
regard to the relation of these subjects with the world in general; and 
with the highest possible preparation for the work they have in hand. 
In short, we want in our faculty the type of men and women we would 
wish our boys and girls to become. 

(2) We wish our college buildings to be adapted to the particular 
purposes which they are to fulfill, to the climate and the historic back- 
ground of the region in which they are situated, to the conservation 
of the health of the students and to the development of their aesthetic 
faculties and the integrity and uprightnmess of their character. We 
wish to spend upon these buildings every available dollar that will 
minister to these ends and not one dollar more. 

(3) We hope to teach cultural subjects in a practical way and 
utilitarian subjects in a cultural way. We believe that both culture 
and utility can be obtained from subjects dealing with the present time 
and the home region and financial value fully as well as from subjects 
dealing with the remote ages, distant regions and matters of no 
financial value. 

(4) Our ideal of educational administration is founded upon the 
thought that the school exists for the benefit of the individual student, 
and particularly for the purpose of enabling him to take his proper 
place in a democratic society. 

(5) We wish our student body to include all the young men and 
women who may desire to enter and who may be able to profit by the 
instruction given. 

Are these ideals impossible of realization? At any rate they seem 
to be ideals worthy of striving for. May our College-That-Is-To-Be 
have the privilege of at least reaching out for them. : 


THE BILL BY WHICH THE THIRTY-EIGHTH LEGISLATURE 
ESTABLISHED THE TEXAS TECHNOLOGICAL COLLEGE 


SENATE Britt No. 103. 


An Act to establish a State college in Texas, west of the ninety-eighth 
(98th) meridian and north of the twenty-ninth (29th) parallel, to 
be known as the Texas Technological College; providing for the loca- 
tion of such college; its government; the control of its finances; de- 
fining its leading objects and prescribing generally the nature and 
scope of instruction to be given; conferring upon the Board of 
Directors of said college the rights of eminent domain; making the 
necessary appropriation for the purchase of land, the location, estab- 
lishing and maintenance of said college, and declaring an emergency. 


Be it enacted by the Legislature of the State of Texas: 

Section 1. There shall be established in this State a college for 
white students to be known as the Texas Technological College, said 
college to be located north of the twenty-ninth (29th) parallel, and 
west of the ninety-eighth (98th) meridian, and shall be a co-educa- 
tional college giving thorough instruction in technology and textile 
engineering from which a student may reach the highest degree of 
education along the lines of manufacturing cotton, wool, leather and 
other raw materials produced in Texas, including all branches of 
textile engineering, the chemistry of materials, the technique of weay- 
ing, dyeing, tanning, and the doing of any and all other things neces- 
sary for the manufacturing of raw materials into finished products; 
and said college shall also have complete courses in the arts and 
sciences, physical, social, political, pure and applied, such as are taught 
in colleges of the first class leading to the degrees of Bachelor of 
Science, Bachelor of Arts, Bachelor of Literature, Bachelor of Tech- 
nology and any and all other degrees given by colleges of the first 
class; said college being designated to elevate their ideals, enrich the 
lives and increase the capacity of the people for democratic self-gov- 
ernment and particularly to give instruction in technological, manu- 
facturing, and agricultural pursuits and domestic husbandry and home 
economics so that the boys and girls of this State may attain their 
highest usefulness and greatest happiness and in so doing may pre- 
pare themselves for producing from the State its greatest possible 
wealth. : 

Sec. 2. The government, control and direction of the policies. of 
said technological college shall be vested in a board of nine (9) direc- 
tors to be appointed by the Governor who shall hold office for a period 
of six (6) years, said board of nine (9) directors to be so divided 
that the terms of three (3) directors shall expire every two years, and 
it shall be the duty of the Governor in making the appointment of the 
first board of directors, to indicate in his appoirftment the name of 
the director whose term shall expire in two (2) years, the name of the 
director whose term shall expire in four (4) years, and the name of the 
director whose term shall expire in six (6) years; all of said directors 
to hold their office until their successors are qualified, unless a removal 


Ae yk a 


is made by the Governor for inefficiency or inattention to their duties 
as members of such board. 

The board of directors of the Texas Technological College shall pro- 
vide a president therefor who shall devote his entire time to the execu- 
tive management of said school and who shall be directly accountable 
to the board of directors for the conduct thereof. 

Sec. 3. In addition to the courses provided in technology and 
textile engineering, the said Texas Technological College shall offer 
the usual college courses given in standard senior colleges of the first 
class and shall be empowered to confer appropriate degrees to be de- 
termined by the board of directors and shall offer four-year courses, 
two-year courses, or short-term courses in farm and ranch husbandry 
and economics and the chemistry of soils and the adaption of farm 
crops to the peculiar soil, climate and condition of that portion of 
the State in which the college is located, and such other courses and 
degrees as the board of directors may see fit to provide as a means of 
supplying the educational facilities necessary for this section of the 
State, and it shall be the duty of the board of directors to furnish such 
assistance to the faculty and students of said college as will enable 
them to do original research work and to apply the latest and most 
approved method of manufacturing and, in general, to afford the facili- 
ties of the college for the purpose of originating, developing, supporting 
and maintaining all of those agencies (physical, mental and moral) 
for the development of the physical, mental and moral welfare of the 
_ students who attend the college and for the further purpose of de- 
veloping the material resources of the State to their highest point of 
value and usefulness by teaching the arts of commerce and manufac- 
turing. All male students attending this college shall be required to 
receive such instruction in military science and tactics as the board 
of directors may prescribe which shall, at all times, comply in full 
with the requirements of the United States Government now given as 
a prerequisite to any aid now extended or hereafter to be extended by 
the Government of the United States to State institutions of this char- 
acter and all such white male students shall, during their attendance 
at such college, be subject to such military discipline and control as 
the board of directors may prescribe. 

Src. 4. The chairman of the State Board of Control and the State 
Superintendent of Public Instruction, the President of the University 
of Texas, the President of the College of Industrial Arts of Texas, and 
the President of the Agricultural and Mechanical College of Texas 
shall constitute a board charged with the responsibility for the location 
of the Texas Technological College, a majority of whom shall be au- 
thorized to act under the terms of this bill in the location of said 
school; said board being restricted in the choice of the location to the 
area mentioned in Section 1 of this act and as soon after the passage 
and approval of this act as practical, said locating board shall make 
careful investigation of proposed sites for the said institution. Con- 
sideration shall be given to climatic conditions, supply of water, acces- 
sibility and such other matters as appropriately enter into the selec- 
tion of the desirable location of an institution of this kind. It is 
further provided that the said locating board shall not be influenced 
to any degree in the determination of its selection of a location by 


ae he ee 


offers and promises of bonuses and gifts, directly or indirectly, to the 
State of Texas, as a consideration for the location of said college at 
any particular place, but a primary consideration which shall out- 
weigh all others in the minds of the members of the locating board, 
shall be to locate this college where it can, in the future, render the 
greatest service to the State and to the section of the United States. 
for which it is especially intended; but this is not to be interpreted 
to mean that the board of directors shall not have authority to accept 
gifts of land, money for students’ loans, permanent improvement or 
any other objects of value when tendered for the purpose of more com- 
pletely carrying out the purpose of this act; said gifts to be made 
after said school is located and established and if a suitable location 
for said college is offered by any city or community. The lands bought 
shall be so located that the administration building will be within 
convenient distance to the residence section of the town where located, 
or the place where the students reside. 

Sec. 5. The said locating board shall have authority to select ap- 
proximately two thousand (2000) acres of land for the site of said 
college and agree with the owner or owners thereof upon the price to 
be paid therefor, which said agreement shall be reduced to writing 
and by the said locating board, signed and delivered to the board of 
directors herein provided for, who shall thereupon have full authority 
to contract for the purchase of said land for said purpose, and, upon 
the approval of the title thereto by the Attorney General of the State 
of Texas, to pay for said land and any improvements thereon in any 
sum not to exceed one hundred and fifty thousand ($150,000) dollars. 

Sec. 6. It is further provided that, when said locating board has 
selected a site for said college, it shall be the duty of said board to 
make a full and complete report of all details connected with the selec- 
tion of the site for the said college to the Governor of the State of 
Texas. The filing of this report with the Secretary of State shall 
legally constitute the establishing of the college. : 

Src. 7%. The board of directors of the said Texas Technological 
’ College is hereby vested with the power of eminent domain to acquire 
for the use of said college such land as may be necessary for the pur- 
pose of carrying out its purposes by condemnation proceedings such 
as are now provided for railroad companies under the laws of the 
State of Texas. 

Src. 8. There is hereby appropriated from the general revenues of 
this State, not otherwise appropriated, the following sums, or so much. 
thereof as may be necessary: 

1. Twenty-five hundred ($2500) dollars of the available revenue 
of the State, or so much thereof as may be necessary, to become ayail- 
able upon the passage and approval of this act, for the purpose of pay- 
ing the expense of the locating board in determining the location of 
said institution. 

2. One hundred and fifty thousand ($150,000) dollars of the avail- 
able revenues of this State, or so much thereof as may be necessary, to 
become available September 1, 1923, for the purchase of the necessary 
lands for the location and establishment of said school, and any por- 
tion of which amount not used for the purchase of lands shall be avail- 
able for the purposes provided in the following sections hereof. 


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3. Five hundred thousand ($500,000) dollars for the fiscal year 

ending August 31, 1924, for the purpose of providing necessary utili- 
ties, machinery, permanent improvements, equipment and buildings 
for said college. 
_ 4, Three hundred and fifty thousand ($350,000) dollars for the 
fiscal year ending August 31, 1925, for the purpose of providing neces- 
sary utilities, machinery, permanent improvements, equipment and 
buildings for said college; and 

5. In the event any portion of the sums hereby appropriated should 
not be used for and during the year for which they are hereby appro- 
priated, such sums shall become available for the succeeding year, for 
the purposes herein provided, and for no other. 

Src. 9. The fact that Texas is producing annually millions of dol- 
lars worth of raw materials, which are being shipped to distant fac- 
tories to be made into finished products together with the fact that 
Texas has no adequate institution for teaching technology and the 
art of textile manufacturing and the fact that the needs of that por- 
tion of the State where this college shall be located are inadequately 
supplied with educational institutions, create an emergency and an 
imperative public necessity for this act to take effect at once and for 
the suspension of the constitutional rule requiring bills to be read on 
three several days, it is therefore enacted that said rule be suspended 
and this act take effect and be in force on and after its passage. 


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ru 
AN 


TEXAS TECHNOLOGICAL COLLEGE 





GENERAL INFORMATION 





Hstablished by Act of the Thirty-eighth Legislature of Texas. 


- Located at Lubbock, Texas. “ 


Site, two thotisand acres. 


First session opens September, 1925, - 


For first year, freshman and sophomore classes only. 
Junior classes in September, 1926; senior classes, September, 1927. 
Co-educational. ; : 
Standard entrance requirements. 
Entrance by examination, or by graduation from affiliated high school. 
Students of twenty-one years or over admitted on ery idual approval. 
Organized into four co-ordinate colleges: 

(1) The College of Liberal Arts. 

(2) The College of Home Economics. 

(3) -The College of Agriculture. 

(4) The College of Engineering. 


Standard four-year courses in each of these colleges. 
- For further information address the Registrar, Lubbock, Texas. 


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